Description:

This course brings together theory, content, and technology to assist educators in developing understanding, appreciation, and a vision of technology's roles and impacts on curriculum. This course is based on models, theories, national standards, and relevant research. Letter grade only.

Standards:

NETS-C Standard 2 - Teaching, Learning, & Assessments:

Technology Coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students. Technology Coaches:

A. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards

B. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students

C. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience

D. Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, meta-cognition, and self-regulation)

F. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences

G. Coach teacher in and model effective use of technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards

H. Coach teacher in and model effective use of technology tools and resources to systematically collect and analyze student achievement data, interpret results, and communicate findings to improve instructional practice and maximize student learning

Competencies:

As a former Systems Administrator and Broadcast Engineer turned Technology Coach, my job is to combine my technical background with my teaching education to find new ways to engage students. I do this in two ways, first by modelling the use of technology in my classes. I also actively seek out teachers to partner with where my Digital Media classes can work with their classes to provide enhanced learning opportunities for both. One example of this was our partnership with the drama department to produce a TV series which aired on the local cable system.

This joint project allowed the drama students to learn about working in front of a camera and how it differs from working to a live audience. It allowed digital media students to learn how to work with actors and what it was like to produce a live weekly TV series. It also created a lot of publicity for both classes.

Prior to my program being discontinued, we were in the planning stages for partnering with the JROTC class that had just receieved a Drone with a video camera from the Air Force. The plan was for our student to work together to produce some aerial videos with JROTC piloting and Media students directing the shots. We were also looking at partnering with the State and Local History classes along with the Drama department to student produce documentaries on the history of the community.

The second way I use my technical background in the education environment is by staying up to date in my technical knowledge and serving as a liaison between teaching staff and technical staff. I can talk to technical people about new products and the technical requirements to support them, then I can talk to teaching staff about what they want to accomplish and what tools to use. I can look at tools teachers are interested in and tell them if our technical infrastructure is compatible with it.

Reflection:

In the Spring of 1992, I was in the Broadcasting program here at Northern Arizona University. One of the electives I took focused on Instructional Video Design. I would never have guessed that 25 years later, I would be attending NAU again taking courses on Instructional Technology.

This course has helped me expand the application of what I learned and have used over the past 25 years into more web based platforms like Bookbuilder. One of our assignments involved creating an online book on this platform about the lesson plan we were creating. My partner and I were working on a Professional Development unit for Using Video Production Projects as a tool to Engage Learners.

This project continues to expand on my experience partnering with the Drama Teacher to use video with his classes. I have used this experience in both of my classes as an inspiration this semester. The way students love online videos and even dabble in making their own, this seems like an opportunity to engage them using something they're already excited about. For our project, we created a concept map (see the PDF file below) that illustrates how video production could be taught alongside of a traditional academic subject. The end goal would be to have the students do a final project on video demonstrating their knowledge of the academic subject.